This paper identifies trends in the emerging models of knowledge production available in our society. We suggest it is
crucial not only to be aware of these emerging models but also to be open to opportunities and possibilities that may
still develop. We consider how people may express different levels of solidarity and commitment to these trends and
models in their information consumption and distribution processes. We discuss how educators are now engaging in
profound pedagogical renewal by expressing deeper levels of solidarity and commitment to knowledge production
and educational projects through professional and personal interactions. These interactions are producing pedagogical
models that allow both teachers and learners to become knowledgeable while simultaneously breaking away from
domain conventions. These bottom-up pedagogies foster creativity, collaboration and the use of new digital tools. They
are driven by learner interests and, as such, have the potential to bring the joy back into the learning process. Finally, we
argue that emerging models of knowledge construction mediated by ICT provide new cultural landscapes and ecologies
of learning that disrupt traditional inscriptions of individual identities and racial-cultural affinities.